Global History and Geography he global history and geography core curriculum is designed to focus on the five social studies standards, common themes that recur across time and place, and eight historical Tunits. Each unit lists the content, concepts and themes, and connections teachers should use to organize classroom instruction and plan for assessment. This curriculum provides stu- dents with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition, it enables students to investigate issues and themes from multiple per- spectives and make global connections and linkages that lead to in-depth understanding. As stu- dents explore the five social studies standards, they should have multiple opportunities to explore the content and intellectual skills of history and the social science disciplines. Introductory Notes TEACHER’S NOTE: For each historical era, students will investigate global connections and linkages. These global connections and linkages include: Cultural Diffusion Belief Systems (Ideas/Technology/Food/Disease) Migrations Trade Multi-Regional Empires Conflict The Regents examination for global history and geography will be based on the content column in this core curriculum. The following concepts and themes in global history and geography are emphasized in this curriculum. Belief Systems Factors of Production Nationalism Change Human and Physical Nation State Citizenship Geography Needs and Wants Conflict Human Rights Political Systems Culture and Intellectual Life Imperialism Power Decision Making Interdependence Scarcity Diversity Justice Science and Technology Economic Systems Movement of People and Urbanization Environment and Society Goods 89 Suggested Documents: Throughout the global history and geography core curriculum, teachers will find lists of suggested documents. In this context, the term “document” includes: • books and monographs • newspapers, periodicals, magazines, and scholarly journals • government documents • manuscripts, archival materials, journals, diaries, and autobiographies • maps; visual materials (paintings, drawings, sculptures, architectural drawings, films, posters, prints, engravings, photographs, etc.) • music • artifacts. The suggested documents are indicative of the kinds of primary and secondary sources that can be used in a global history and geography program. They do not comprise a mandatory list- ing but rather represent the kinds of documents that can be used in document-based questions. In a few cases, specific websites for listed documents are included. Afuller listing of websites can be found in the Appendix of this document. 90 Content reviews were provided by Dr. Jo Margaret Mano, Department of Geography, State University of New York, New Paltz, Dr. Ronald G. Knapp, Professor and Chair, Department of Geography, State University of New York, New Paltz, D. Joseph Corr, Shaker High School, Latham, New York, and Steven Goldberg, New Rochelle Central School District, New Rochelle, New York. 91 METHODOLOGY OF GLOBAL HISTORY AND GEOGRAPHY Content Standards Concepts/Themes Connections A.History 1,2 Belief Systems TEACHER’S NOTE: This intro d u c t o r y 1. Skills of historical analysis Change unit is designed to introduce students to a. Investigate differing and com- Conflict the five social studies standards and the peting interpretations of histori- Cultural/ essential questions associated with each cal theories—multiple perspec- Intellectual s t a n d a rd. Many teachers may choose to tives Life infuse this introduction into the body of b. Hypothesize about why inter- Diversity the course. pretations change over time Human Rights TEACHER’S NOTE: While this core cur- c. Explain the importance of his- Interdependence riculum presents a chro n o l o g i c a l torical evidence Imperialism a p p roach to global history and geogra- 2. Understand the concepts of Nationalism p h y, it may be necessary at times to sus- change and continuity over time Urbanization pend chro n o l o g y. In some instances, 3. The connections and interactions events overlap historical eras. An exam- of people across time and space ple would be European feudalism that 4. Time frames and periodization has been placed in UNIT T W O : 5. Roles and contributions of indi- Expanding Zones of Exchange and viduals and groups Encounter (500-1200); Japanese feudalism 6. Oral histories is placed in UNIT THREE: Global Interactions (1200-1650). The teacher may wish to place Japanese feudalism in U N I T TWO with European feudalism so that students can better compare and contrast the two. This is a local curricu- lum decision. TEACHER’S NOTE: Over this two-year course of study, students should develop a sense of time, exploring diff e rent peri- odization systems and examining themes a c ross time and place. This ability is criti- cal in understanding the course and being able to make the fundamental con- nections and linkages. 92 METHODOLOGY OF GLOBAL HISTORY AND GEOGRAPHY, continued Content Standards Concepts/Themes Connections B. Geography 3 Hu m a n / P h y s i c a l TEACHER’S NOTE: Prior to the comple- 1. Elements of geography Geography tion of the two-year global history and a. Human geography Movement of geography program, students should b. Physical geography People and have a clear understanding of the human c. Political geography Goods and physical geography. They should d. Migration Environment have multiple opportunities to explore e. Trade and Society the impact of geography on the past and f. Environment and society Change present. Students should be able to make, g. The uses of geography Needs and use, and apply geographic 2. Critical thinking skills Wants generalizations. They should be able to a. Asking and answering Interdependence use data to construct maps, graphs, geographic questions Culture charts, etc. b. Analyzing theories of - What impact does geography have on geography history? c. Acquiring, organizing, and ana- - How do physical and human geography lyzing geographic information affect people and places? 3. Identifying and defining world - To what extent are terms such as “Far regions East” and “Middle East” a reflection of a European perspective on regions? C. Economics Economic TEACHER’S NOTE: Students should be 1. Major economic concepts (scarcity, 4 Systems able to apply the three basic questions of supply/demand, opportunity Decision economics to situations across time and costs, production, resources) Making place. 2. Economic decision making Factors of - What goods and services shall be 3. The interdependence of economics Production produced and in what quantities? and economic systems throu g h o u t Interdependence - How shall goods and services be the world Needs and produced? 4. Applying critical thinking skills in Wants - For whom shall goods and services be making informed and well-rea- Scarcity produced? soned economic decisions Science and D.Political science Technology - What are the basic purposes of govern- 1. The purposes of government 5 ment? 2. Political systems around the world Decision - What assumptions have different groups 3. Political concepts of power, Making made regarding power, authority, gover- authority, governance, and law Justice nance, and law across time and place? 4. Rights and responsibilities of citi- Nation State - How is citizenship defined and how do zenship across time and space Citizenship different societies view the rights and 5. Critical thinking skills Political Systems responsibilities of citizenship? a. Probing ideas and assumptions Power - How do concepts of justice and human b. Posing and answering analyti- Nationalism values differ across time and place? cal questions - How are decisions made under different c. Assuming a skeptical attitude political systems? toward questionable political statements d. Evaluating evidence and form- ing rational conclusions e. Developing participatory skills 93 UNIT ONE: ANCIENT WORLD—CIVILIZATIONS AND RELIGIONS (4000 BC - 500 AD) Content Standards Concepts/Themes Connections A.Early peoples Human/ - What was the relationship between 1. Human and physical geography 2,3,4 Physical early peoples and their environment? 2. Hunters and gatherers—nomadic Geography groups Movement of 3. Relationship to the environment People and 4. Migration of early human Goods - What reasons can you pose to explain populations Scarcity why early peoples migrated from place a. Out of Africa Needs and to place? b. Other theories Wants - What does the use of tools tell us about 5. Early government a society? a. Purposes b. Decision making Environment c. Move toward more complex 5 Political Systems government systems B. Neolithic Revolution and early river Human/ TEACHER’S NOTE: Throughout global civilizations 2,3,4 Physical history, students should know and be 1. Compare and contrast Geography able to analyze critical turning points in (Mesopotamia, Egypt, the Indus Urbanization history. They should be able to explain Valley, and Yellow River how technological change affects people, civilizations) Technology places, and regions. a. Human and physical TEACHER’S NOTE: When studying geography of early river early river civilizations, students investi- civilizations gate at least two civilizations in depth. It is not necessary that all civilizations be addressed to the same extent. The model presented here for the study of early river civilizations can be used in the study of any civilization. Students should be able to analyze important ideas, social and cultural values,